جست‌وجوی استاد و پژوهشگر

Laden Husamaldinمشاهده پروفایل

دانشیار

• Project Management
• Digital Innovation
• Business Analytics
• +۱۲ مورد دیگر

Dr. Laden Husamaldin is an Associate Professor in Information Systems and Project Management at the School of Computing and Engineering, University of West London. She is also the Project Management Lead for the Faringdon Centre for Non-destructive Testing and Remote Sensing and a Senior Fellow of the Higher Education Academy (SFHEA), reflecting her excellence in teaching and academic leadership. Her educational background includes a PhD in Information Systems from Brunel University, with research focused on business and software modelling and model-driven information systems development. Dr. Husamaldin's research interests span project management, digital innovation, business analytics, smart education, smart cities, and research methods. She integrates theoretical and applied perspectives, with a strong emphasis on real-world impact in both industry and education. Her recent publications (2019–2025) reflect a consistent focus on digital transformation, health informatics, smart technologies, and data analytics. These works appear in journals and conferences such as IEEE Smart Cities, Information, and IGI Global, and demonstrate a multidisciplinary approach combining information systems, human factors, and organizational strategy. She has received recognition as a Senior Fellow of the Higher Education Academy, underscoring her commitment to pedagogical excellence. Dr. Husamaldin actively supervises PhD students and serves as an external director of studies. She teaches across a range of programs including BSc Information Technology, MSc Cyber Security, MSc Health Informatics, and PhD in Computer Science. Her grants and consultancy work extend into both public and private sectors, supporting digital innovation and strategic workforce planning. She is involved in research teams focusing on smart education, health informatics, and socio-technical systems, often collaborating with researchers such as Parisa Saadati, Nagham Saeed, and Ikram Rehman.

Sobh Chahbounمشاهده پروفایل

استاد

• Psycholinguistics
• Autism Spectrum Disorders
• Figurative Language Processing
• +۳ مورد دیگر

Sobh Chahboun is a Professor at the Department of Special Needs Education, University of Oslo. Their research focuses on figurative language processing in neurodevelopmental disorders, particularly autism spectrum disorder (ASD), and the intersection of language, culture, and pedagogy. They hold a PhD in Psycholinguistics (2017) from the University of Oslo and have extensive international research experience, including a Marie Curie fellowship (Lanpercept ITN, 2013-2016). Education background includes advanced degrees in Cognitive and Behavioral Neuroscience, Educational Psychology, Hearing and Language Teaching, and Speech Therapy from the University of Granada, Spain. Their work bridges clinical, educational, and sociocultural aspects of language development, with a focus on improving inclusion for children with ASD and neurodivergent populations. Research interests include metaphorical priming effects in ASD, contextual and visual cues in language comprehension, cross-cultural temporal perception, and policy implications of evolving diagnostic criteria. They have published widely on topics such as AAC (augmentative and alternative communication) in education, early childhood sexuality education, and multicultural integration in Norway. Key contributions include a doctoral thesis on figurative language processing comparisons between neurotypical and ASD populations, and collaborative studies using eye-tracking methodologies to analyze reading strategies in children with ASD. Their work frequently addresses societal challenges in education and healthcare through interdisciplinary lenses.

Paula Villegas Verduمشاهده پروفایل

مدرس

• English for Academic Purposes
• Flipped Learning
• Academic Literacies
• +۱۲ مورد دیگر

Paula Villegas Verdu is an Associate Lecturer in TESOL and International Education at the International Education & Lifelong Learning Institute (IELLI), University of St Andrews, UK. She serves as Director of the Academic English Service within the Learning and Writing Centre and leads key teaching initiatives, including the 'Supporting Learning in TESOL' intensive course and supervision in the DProf TESOL programme. She is actively involved in postgraduate research supervision and contributes to academic leadership through external examining and panel roles at UK universities such as Strathclyde, Anglia Ruskin, Bishop Grosseteste, and Wrexham University. Research Interests: Flipped Learning and its implementation in EAP contexts Academic Literacies in higher education Online and Technology-Enhanced Learning English for Academic Purposes (EAP) Feminist Pedagogies and equity in language education Motivation and student autonomy Multimodal learning environments Initial EFL teacher training Her recent publications, spanning 2023–2025, reflect a consistent focus on flipped learning in online EAP pre-sessional courses, exploring practitioner and learner perceptions, motivations for implementation, and pedagogical redesign. These works employ qualitative methods such as semi-structured interviews and case studies, contributing to both theoretical understanding and practical applications in emergency remote teaching and inclusive EAP provision. Scientific Awards: 1413 Teaching Excellence Award (2024) BAS Impactful Collaboration 2024 Paula is an active member of the academic community, serving as book review editor for BALEAP, editorial board member of the Journal of Learning Development in Higher Education , and mentor for ALDinHE and HEA fellowships. She also contributes as a peer reviewer for EAP and higher education journals. Her external roles include mentoring, assessing HEA fellowships via the St Andrews Recognition Scheme (STARS), and participating in research groups such as PROMETEO (Professionalization of Multilingual Education, Translation, and E-learning Observatory, UNIR). While no formal lab or research center is explicitly named, her collaborative network spans multiple institutions and professional associations, indicating strong engagement in learning development and TESOL communities.

Hamish Binnsمشاهده پروفایل

مدرس

• English as a Second Language (ESL)
• Creative Pedagogy
• Music in Education
• +۷ مورد دیگر

Hamish Binns is a Lecturer in the Department of Modern Languages and ESL at Saint Louis University-Madrid. He holds a Reinert Center Online Teaching Fellowship and contributes significantly to ESL education and teacher training. His work integrates music, storytelling, and creative pedagogy into language learning and primary education. Education: MA and BA in Human Sciences, University of Oxford M.A. in Teaching English as a Foreign Language (TEFL), European University His research interests span English as a Second Language , creative pedagogy , music in education , and multisensory learning . He promotes innovative teaching through instrument-making with recycled materials and storytelling. His pedagogical approach emphasizes engagement, cultural awareness, and cognitive development. The recent publications reflect a strong trend in music-based education , creative language teaching , and teacher development . His work bridges academic research with practical classroom applications, particularly in primary and language education contexts. Scientific Awards: Finalist, 2019 British Council ELTons Innovation Awards (for Social Science 5 Pupil's Book and Activity Book) Hamish Binns has led numerous teacher training workshops and outreach programs, including the Community ESL Program and summer initiatives like Operación Inglés. He has collaborated with institutions such as Complutense University of Madrid and regional education centers. His work includes curriculum development, educational media, and public scholarship. He founded and managed educational websites like seispinguinos.com , which serves as an audiovisual encyclopedia of musical instruments and provides resources for educators. His labs and creative teams focus on music workshops, instrument design, and interdisciplinary teaching innovation.

• Educational Pedagogy
• Higher Education Teaching Practices
• Reflective Practice
• +۱۲ مورد دیگر

Dr. Michael Willett is the Programme Lead for the Associate Fellowship Programme at the Learning and Teaching Academy, Cardiff University, supporting graduate tutors, early-career teaching staff, and professional services staff in developing their teaching skills and achieving Advance HE Associate Fellowship (AFHEA) accreditation. He has been active in higher education since 2010, previously leading the 'Learning to Teach' programme in the School of English, Communication and Philosophy (ENCAP) and the College of Arts, Humanities and Social Sciences (AHSS) from 2014 to 2022. BA (Hons), MA, PhD in English Language, Cardiff University SFHEA (Senior Fellowship of the Higher Education Academy) His research focuses on the use of poetic and literary devices—particularly metaphor—in educational discourse, exploring how educators conceptualize their roles (e.g., as gardeners, shepherds, or tour guides). As a pianist (Grade 8 ABRSM), he investigates the role of music, film, photography, and popular culture in creating engaging learning experiences. His work emphasizes reflective practice, inclusive education, active learning, and feedback strategies. His recent publications and presentations highlight trends in metaphor use in teaching philosophy, feminist pedagogy in graduate teaching development, and the integration of music into higher education pedagogy. These works reflect a strong commitment to innovative, inclusive, and reflective teaching practices grounded in both linguistic expertise and educational theory. Senior Fellowship of the Higher Education Academy (SFHEA) Dr. Willett advises and supports a wide range of early-career educators and professional staff through structured training programmes, portfolio assessments, and professional development workshops. He participates in key university committees including the Fellowships Senior Management Team, Postgraduate Experience Group, and University Senior Fellows Network, contributing to strategic educational policy and quality enhancement. While no specific grants are mentioned, his leadership in accredited teaching programmes indicates institutional funding and support. He is a core member of the Learning and Teaching Academy’s Fellowships Team, leading the design and delivery of the Associate Fellowship Programme, coordinating with college-level education networks, and contributing to the broader educational mission of Cardiff University.

Ben Pollardمشاهده پروفایل

استاد آموزشی

• Physics Education Research
• STEM Diversity and Inclusion
• Laboratory Pedagogy
• +۳ مورد دیگر

Ben Pollard is an Assistant Teaching Professor of Physics at Worcester Polytechnic Institute (WPI). He holds a PhD in Physics from the University of Colorado Boulder (2017), an MS in Physics from the same institution (2014), and a BA in Physics and Computer Science from Pomona College (2011). His research focuses on improving teaching and learning in physics laboratory courses, emphasizing measurement uncertainty, experimental skills, and student epistemological development. He is also a core organizer of The Access Network , a community-driven initiative promoting diversity, equity, inclusion, and social justice in STEM. Previously, he served as a postdoctoral researcher in Prof. Heather Lewandowski's Physics Education Research group at CU Boulder. Education: PhD, Physics, University of Colorado Boulder (2017) MS, Physics, University of Colorado Boulder (2014) BA, Physics & Computer Science, Pomona College (2011) Research Interests: Dr. Pollard explores pedagogical strategies for enhancing laboratory education, including curriculum design, assessment development, and fostering inclusive STEM environments. His work addresses measurement uncertainty concepts, interdisciplinary course alignment, and near-peer mentorship programs. He employs mixed-methods approaches, such as clustering algorithms and natural language processing, to analyze student learning outcomes. Grants & Community Work: Recipient of Planning Grants for DEIJ initiatives at WPI Core organizer of The Access Network Emergency Fund (2021) Labs & Collaborations: Collaborated with the Physics Education Research group at CU Boulder. Active in The Access Network, focusing on financial support systems and leadership development for marginalized STEM students.

Denise de Pauwمشاهده پروفایل

مدرس ارشد

• English for Academic Purposes
• English for Specific Academic Purposes
• Digital Literacies
• +۱۱ مورد دیگر

Dr. Denise de Pauw is a Senior Lecturer in English for Academic Purposes at the Language Centre, University of Leeds, Faculty of Arts, Humanities and Cultures. She leads insessional English provision for students in the Schools of Computing and Electrical and Electronic Engineering and co-leads the Language for Engineering pre-sessional course. She is also involved in developing a new Professional and Academic Communication module for the Faculty of Engineering and Physical Sciences. PhD in Applied Linguistics, Lancaster University (2022) MA TESOL with ICT (Distinction) PGCE (PCET) Trinity Cert TESOL BA Hons in European Studies (German and Political Science) Her research focuses on situated literacy practices, digital literacies, mediated discourse analysis, and English for Specific Academic Purposes (ESAP), particularly in STEM disciplines. She explores how students and migrants navigate digital environments for learning and employment, emphasizing real-world applications of literacy. Her work integrates activity theory and sociomaterial perspectives to understand evolving academic and workplace practices. Her recent publications examine digital job searching among migrants, multimodal academic genres in STEM, and sociomaterial approaches to student literacy. Themes across her work include digital pedagogy, hybrid genres, curriculum design, and the intersection of literacy with employability and migration. She advocates for inclusive, practice-based language education that addresses the needs of marginalized learners. Dr. de Pauw is actively involved in academic service, including: Convenor, BAAL Literacies Special Interest Group (2024–present) Co-convener, PhD/ECR Literacy as Social Practice Network Co-manager, The Language Scholar Journal Co-organizer, Language Centre Summer Conference (2022–2024) CARA Mentor for a professor of Computer Science She contributes to decolonizing curriculum initiatives and has presented at numerous national and international forums, including BALEAP, RaPAL, and EPALE. Her scholarship bridges research and practice in language education, with a strong commitment to equity and accessibility in academic and professional settings.

Hannah Caoمشاهده پروفایل

مدرس ارشد

• Computer Networks
• Cyber Security
• Distance Learning
• +۴ مورد دیگر

Hannah Cao is a Senior Lecturer in Computer Science Education and Director of Online Studies at King's College London's Department of Informatics. She holds a PhD from the National University of Singapore and prior academic roles including Principal Lecturer at the University of Hertfordshire, Research Fellow at NUS, and Assistant Professor at Huazhong University of Science and Technology. She is a Senior Fellow of the Higher Education Academy (SFHEA). Her research focuses on Computer Networks (Future Networking, IoT Protocol Design, Quantum-based Mobile Ad Hoc Networks), Cyber Security (Authentication Protocols, IoT Security, Blockchain Applications), and Distance Learning (Online Pedagogy, Academic Integrity, E-Learning Security). She leads initiatives in cybersecurity education innovation, including leveraging AI and blockchain for threat intelligence and curriculum design. Recent work includes studies on post-pandemic education impacts, SDN/P4 protocol evaluation, and inclusive group assessment strategies. She contributes to interdisciplinary research hubs like the Trusted Autonomous Systems Hub and King's Cybersecurity Centre, focusing on trustworthy systems and FinTech intersections. Awards include SFHEA recognition for educational excellence. Her 80+ publications span peer-reviewed journals/conferences, with emphasis on network security, education technology, and protocol design.

Maria Nayr de Pinho Correia Ibrahimمشاهده پروفایل

استاد

• Multilingual Education
• Early Childhood Education
• Language Didactics
• +۷ مورد دیگر

Maria Nayr de Pinho Correia Ibrahim is a Professor at Nord University's School of Education within the Department of Language and Communication. Her research centers on multilingual pedagogy, early childhood English language education, and the transformative potential of visual and artefactual methods in teacher development. Her primary research interests include: Multilingual education through translingual frameworks Children's literature as identity validation tools Dominant Language Constellation (DLC) methodology Indigenous language representation (particularly Sámi) Decolonizing ELT curricula Visual research methodologies in language education Her work demonstrates a consistent shift from monolingual to multilingual paradigms, culminating in the Eight-D's Framework for 'demonolingualising education'. Recent publications reveal strong thematic trends: Critical examination of dual-language picturebooks (2022-2025) Development of DLC artefacts for teacher education (2022-2024) Translingual pedagogy for young learners (2021-2025) Indigenous perspectives in language education (2021-2025) Ethical considerations in child multilingual research (2019-2021) Her scholarship consistently bridges theory and practice across Nordic and international contexts.

Felix Muznyمشاهده پروفایل

مدرس

• Computer Science Education
• AI/NLP
• Digital Humanities
• +۳ مورد دیگر

Felix Muzny is an Associate Teaching Professor, Clinical Instructor, and Director of Teaching Assistants at the Khoury College of Computer Sciences, Northeastern University. Previously, he taught at the University of Colorado Boulder and conducted research at Stanford University. His research focuses on computing education, digital humanities, and the intersection of ethics, gender, and computing. He is affiliated with the Center for Inclusive Computing and the NULab for Texts, Maps, and Networks. Key roles include developing TA training programs and co-teaching courses like CS 4973: Mechanics and Philosophy of LLMs. He holds a background in English Literature and Computer Science from the University of Washington, with prior affiliations at Stanford’s NLP group and Literary Lab under Dan Jurafsky and Mark Algee-Hewitt. Education: B.A. in English Literature and Computer Science (University of Washington), Graduate Studies at Stanford University Research interests span TA development, equity in computing education, and computational approaches to gender analysis in literature. He emphasizes ethical considerations in AI/ML and collaborates on projects to broaden participation in STEM. Publications highlight pedagogical innovations, ethics integration in curricula, and computational methods for literary analysis. He actively engages with queer/trans issues in tech through Out in Tech. Teaching responsibilities include introductory and advanced courses, with a focus on accessibility and inclusive practices.

Theodoto Ressaمشاهده پروفایل

دانشیار

• Special Education
• Inclusive Education
• Disability Studies in Education
• +۱۳ مورد دیگر

Dr. Theodoto Ressa is an Associate Professor of Special Education and Program Coordinator in the Division of Teacher Education at the College of Education, Wayne State University. He holds a PhD in Teacher Education and Inclusive Special Education from The Ohio State University and is actively engaged in teaching, research, mentoring, and advocacy. PhD in Education - Teacher Education and Inclusive Special Education, The Ohio State University, USA M.A. in Education - Special Education, The Ohio State University, USA B.Ed. in Education - Special Education & English and Language Arts, Maseno University, Kenya Dr. Ressa's research focuses on transnational perspectives on disability, inclusive education, teacher education, and the intersection of disability with race, immigration, and social justice. He investigates systemic barriers such as the hidden curriculum of time, media misrepresentation of autism, and institutional ableism in higher education. His work emphasizes the lived experiences of disabled individuals and advocates for equity, access, and belonging in educational systems. His recent publications (2021–2023) reveal a strong thematic focus on the impact of time structures in education, postsecondary transitions, media literacy, and the intersectionality of disability with race and immigration. These works span both U.S. and Kenyan contexts, reflecting his transnational approach to disability studies and inclusive education. Scientific Awards: Teaching Award 2022 - Recognizing creativity and effectiveness in teaching informed by deep understanding of disability and pedagogy Ford Foundation Scholarship 2007 Dr. Ressa mentors master’s and doctoral students, secures external funding for research—including a $15,000 MI Developmental Disabilities Institute grant in 2022—and collaborates across the university to develop inclusive programs. He is also a disability rights advocate, motivational speaker, and participant in national and international initiatives such as the Michigan Disability Rights Caucus and United Nations disability rights caucuses. He has led community programs focused on transition, postsecondary outcomes, and the impact of global crises on the disability community. He teaches courses such as SED5010 Inclusive Teaching, SED5090 Transitions for Students with Disabilities, and TED6220 Foundations of Inclusive Schooling, and is involved in curriculum development and faculty collaboration within the College of Education.

Min Yuمشاهده پروفایل

دانشیار

• Comparative and International Education
• Social Studies Education
• Migration and Education
• +۹ مورد دیگر

Min Yu, Ph.D. , is an Associate Professor in the College of Education at Wayne State University, specializing in Comparative and International Education and Social Studies Education. She holds a Ph.D. from the University of Wisconsin-Madison and an M.A. and B.A. from Beijing Normal University. Ph.D., Curriculum and Instruction; Educational Policy Studies, University of Wisconsin-Madison M.A., Curriculum and Instruction, Beijing Normal University B.A., Chinese Language and Literature, Beijing Normal University Her research centers on migration, educational equity, and community mobilization , with a focus on migrant children in China and transnational Asian diasporas. She employs ethnographic, archival, and policy analysis methods to explore how social structures shape educational experiences and how communities resist marginalization. Her work critically engages with issues of whiteness, neoliberalism, and decolonial theory , particularly through frameworks like AsianCrit and 'Asia as Method'. Min Yu's recent publications (2023–2025) reveal a strong thematic focus on migrant education in China, anti-Asian racism, critical pedagogy, and the politics of curriculum and policy . Her work spans qualitative case studies, critical discourse analyses, and community-based participatory research, often co-authored with interdisciplinary and transnational collaborators. Her scientific honors include: 2024: CIES East Asia SIG Best Paper Award (Honorable Mention) 2023: Kathleen Reilly Koory Endowed Faculty Development Award 2022: AERA International Studies SIG Outstanding Paper Award 2019: Wayne State University Academy of Scholars Junior Faculty Award 2018: AERA Division B Outstanding Book Recognition Award She has secured significant external funding from the Spencer Foundation, National Archives, and Community Foundation for Southeast Michigan , focusing on projects like youth storytelling, archival use in classrooms, and transnational migrant studies. She actively mentors through collaborative research and has co-led initiatives with students and community partners. Min Yu serves in key leadership roles, including Secretary of AERA Division B (2026–2028) and Chair of CIES East Asia SIG (2020–2023) . She is also an Associate Editor for Chinese Education & Society and serves on the editorial board of Educational Studies . She teaches graduate courses in social studies and integrated curriculum methods and is deeply involved in scholarly communities focused on equity, intersectionality, and transformative education.

Susan Feezمشاهده پروفایل

دانشیار مدعو

• English Language and Literacy Education
• Educational Linguistics
• Montessori Education
• +۷ مورد دیگر

Susan Feez is an Adjunct Associate Professor in the School of Education, Faculty of Humanities, Arts, Social Sciences and Education at the University of New England (UNE), Australia. She is a member of the English, Literacies and Languages Education (ELLE) team, where she contributes to research and pedagogy in language and literacy education, with a focus on systemic-functional linguistics, multiliteracies, and Montessori education. PhD (University of Sydney) MEd: Language in Education (University of Sydney) Dip Ed: Infants/Primary (Armidale CAE) Dip Ed: TESOL (Latrobe) BA (University of Queensland) Certificate in Adult TESOL (ACL, Sydney) Diploma in Montessori Elementary Education (Association Montessori Internationale, Bergamo, Italy) Diploma in Montessori Early Childhood Education (Sydney Montessori Teachers' College) Susan Feez's research centers on language and literacy development, pedagogy, and assessment, with a strong emphasis on the literacy demands of the curriculum. She explores multimodal representations of knowledge, applying social semiotics and systemic-functional linguistics to educational contexts. Her work in Montessori education investigates how language and literacy are mediated in early childhood and elementary settings, bridging historical practice with contemporary theory. She also specializes in EAL/D (English as an Additional Language or Dialect) education, supporting inclusive practices in mainstream classrooms. Her recent publications reflect a sustained engagement with functional grammar, genre-based writing instruction, multimodal learning, and Montessori pedagogy. Themes across her articles include the integration of phonics with meaning-making, the role of dialogue in learning, and the adaptation of Montessori principles in multilingual and multicultural settings. Her work is highly applied, aiming to translate academic research into practical classroom strategies. Susan Feez has been recognized for her contributions to educational publishing, notably winning the Educational Publishing Awards Australia 2019 in the Primary: Reference Resource category. She is an active member of several professional organizations including the Australian Systemic Functional Linguistics Association (ASFLA), PETAA, ALEA, ATESOL NSW, ACTA, and the Association Montessori Internationale (AMI). Susan Feez collaborates with researchers and educators across Australia and internationally. While no formal advisees are listed, her editorial and co-authorship roles suggest mentorship and academic leadership. She has contributed to curriculum development projects, including the Montessori National Curriculum and training materials for adult and community education. Her work demonstrates a commitment to equity, accessibility, and innovation in language and literacy education. Susan Feez is actively involved in academic communities through conference presentations, plenary talks, and research collaborations. Her work spans historical analysis, theoretical development, and practical application, particularly in literacy education and Montessori pedagogy. She maintains strong links with professional networks and continues to publish influential resources for teachers and researchers.

Caroline Cohrssenمشاهده پروفایل

استاد

• Early Childhood Education
• Early Childhood Mathematics
• Home Learning Environment
• +۱۰ مورد دیگر

Caroline Cohrssen is a Professor in Early Childhood Education at the School of Education, University of New England (UNE), Australia. She is a leading researcher in early childhood development, with a strong international profile shaped by roles at The University of Melbourne and The University of Hong Kong. Her work is centered on translating research into practice, particularly in early mathematics, executive functions, and home learning environments. Educational Background: Bachelor of Arts Post-graduate Diploma (Early Childhood Education) Master of Teaching (Early Childhood) Doctor of Philosophy (University of Melbourne) Her research explores the influences of culture, context, and pedagogy on children’s learning prior to school, with a focus on the home and early childhood education and care (ECEC) settings. She is particularly interested in fine-grained interactional processes during learning and in supporting educators through evidence-based professional development. Her work spans qualitative and collaborative mixed-methods research and has significant policy implications. The recent publications reflect a strong trend toward understanding early mathematical concepts, executive function development, and the integration of technology and AI in early learning. Her scholarship also addresses equity, resilience, and cross-cultural perspectives in early childhood education, particularly in Australia and China. Scientific Awards: MGSE Engagement Excellence Team Award, The University of Melbourne (2020) MGSE Mid-Career Research Excellence Award, The University of Melbourne (2019) MGSE Innovation in Curriculum Award (as part of the Master of Teaching team), The University of Melbourne (2017) Australian Postgraduate Award (Industry) for doctoral study (2010–2013) She has successfully supervised multiple PhD and Master’s students to completion and currently co-supervises several HDR candidates. Her grant funding includes projects from the Department of Home Affairs, AERO, and DFAT, focusing on radicalisation, early childhood practices, and executive function support. She actively mentors graduate researchers and is committed to high-quality research training. Professor Cohrssen is involved in several research teams and initiatives, including collaborations with international scholars on global ECEC access and quality. She contributes to the Australasian Journal of Early Childhood as Deputy Editor and engages widely through blogs, media, and curriculum resources such as the Northern Territory Preschool STEM Games and VCAA Planning Cycle materials.

• Educational Technology
• Digital Competence
• Inclusive Education
• +۷ مورد دیگر

Santiago Mengual Andres is an Associate Professor in the Department of Comparative Education at the Faculty of Philosophy and Educational Sciences, Universitat de València. His work is centered on digital competence, educational technology, and inclusive pedagogy in higher education. He is a member of two prominent research groups: GRECIA (Comparative Education Group) and POLISOC (Educational Policies, Interculturality and Society). Research Interests: His primary research areas include educational technology, digital competence, virtual reality in education, MOOCs, artificial intelligence in learning, teacher training, and inclusive education. He investigates how digital tools transform teaching and learning, especially in higher education contexts, with a focus on equity, accessibility, and pedagogical innovation. Publication Trends: His recent publications (2021–2025) reflect a strong focus on AI in education, online learning effectiveness, virtual reality, and digital inclusion. Themes such as student perceptions, teacher training, and sustainable digital education recur across his work, demonstrating a commitment to evidence-based educational innovation. Scientific Awards: No scientific awards were mentioned in the provided text. Advising and Grants: While specific details on grants are not provided, Santiago has supervised doctoral research, including his own PhD under Dr. Rosabel Roig Vila and Dr. Josefa Eugenia Blasco Mira. He collaborates extensively in educational research projects, particularly in digital education and policy. No formal list of advisees is available. Labs and Research Groups: He is actively involved in the GRECIA Comparative Education Group and the POLISOC research group focused on educational policies, interculturality, and society. These groups support interdisciplinary research on educational innovation, inclusion, and digital transformation in Ibero-American contexts.